HOPEACADEMY
HED4817
ASSIGNMENT 01
DUE 22 MAY 2026
2026
1.1 What learning outcomes did Mrs Selato have in mind when she planned this lesson?
0 7 6 4 0 3 1 2 2 9
,HED4817 ASSIGNMENT NUMBER 01
ASSIGNMENT DUE DATE: 22 MAY 2026
1.1 What learning outcomes did Mrs Selato have in mind when she planned this lesson?
Mrs Selato planned her lesson with the learning outcomes of inquiry-based science teaching
in mind: she wanted learners to develop curiosity, motivation, and scientific skills by actively
investigating conductivity of salt solutions rather than passively watching demonstrations.
Her goal was for learners to plan experiments, test hypotheses, make observations, and
draw conclusions, thereby improving engagement and performance in science.
Learning Outcomes in Inquiry-Based Science
1. Developing Scientific Investigation Skills
Learners were expected to plan how to conduct the inquiry, as seen when Mrs Selato
instructed them to write out a plan before starting.This aligns with inquiry-based learning
outcomes where learners learn to ask questions, design investigations, and test hypotheses .
2. Enhancing Motivation and Engagement
Mrs Selato believed that practical work would motivate learners who had shown apathy in
science learning.Inquiry-based lessons often aim to increase learner interest and ownership
of learning by allowing them to explore phenomena directly .
3. Building Conceptual Understanding
By experimenting with salt solutions, learners were expected to discover conductivity
properties themselves.This outcome reflects the CAPS emphasis that practical work must be
integrated with theory to strengthen concepts (Department of Basic Education, 2011) .
4. Developing Critical Thinking and Problem-Solving
Inquiry-based learning encourages learners to analyze data, reflect, and communicate
findings.Mrs Selato wanted learners to think critically about why some solutions conducted
electricity and others did not .
5. Promoting Collaboration and Teamwork
Learners were placed in groups of seven, each with apparatus, to work collaboratively.
Group inquiry fosters communication, peer learning, and shared problem-solving, which are
key outcomes of inquiry-based science education.
, In planning her lesson, Mrs Selato’s intended learning outcomes were to motivate learners,
strengthen their understanding of conductivity, and develop inquiry skills such as planning,
experimenting, and reflecting. She wanted learners to experience science as a process of
discovery rather than memorization. These outcomes align closely with the goals of inquiry-
based science teaching, which emphasize critical thinking, problem-solving, collaboration,
and active engagement with scientific phenomena.
References
Department of Basic Education. (2011). Curriculum and Assessment Policy Statement
(CAPS): Physical Sciences. Pretoria.
Urdanivia Alarcon, D. A., et al. (2023). Science and inquiry-based teaching and learning: A
systematic review. Frontiers in Education.
Teachers Institute. (2025). Enhancing Science Learning through the Inquiry Approach.
Academic Library. (2015). Inquiry-based learning in South African schools.
1.2 Why did this inquiry lesson not work out as expected? Provide five (5) reasons
The inquiry lesson did not work out as expected for several reasons. Although Mrs Selato
had good intentions and aligned her lesson with inquiry-based teaching principles, several
practical and pedagogical challenges prevented success. Here are five key reasons:
1. Learners Lacked Prior Inquiry Skills
The learners were not used to planning and conducting investigations independently. They
immediately rushed into preparing solutions without first writing a plan.Inquiry-based
learning requires learners to have some prior experience with scientific methods, but these
learners had mostly seen demonstrations before. Without scaffolding, they struggled to
manage the process (Urdanivia Alarcon et al., 2023).
2. Insufficient Guidance from the Teacher
Mrs Selato insisted that learners “discover it on their own” and refused to demonstrate or
provide step-by-step support when they became confused.Research shows that guided
inquiry works better than pure discovery, especially for learners with limited background
knowledge (Kirschner, Sweller & Clark, 2006). The lack of scaffolding led to frustration and
disorder.
3. Large Class Size and Grouping Challenges
HED4817
ASSIGNMENT 01
DUE 22 MAY 2026
2026
1.1 What learning outcomes did Mrs Selato have in mind when she planned this lesson?
0 7 6 4 0 3 1 2 2 9
,HED4817 ASSIGNMENT NUMBER 01
ASSIGNMENT DUE DATE: 22 MAY 2026
1.1 What learning outcomes did Mrs Selato have in mind when she planned this lesson?
Mrs Selato planned her lesson with the learning outcomes of inquiry-based science teaching
in mind: she wanted learners to develop curiosity, motivation, and scientific skills by actively
investigating conductivity of salt solutions rather than passively watching demonstrations.
Her goal was for learners to plan experiments, test hypotheses, make observations, and
draw conclusions, thereby improving engagement and performance in science.
Learning Outcomes in Inquiry-Based Science
1. Developing Scientific Investigation Skills
Learners were expected to plan how to conduct the inquiry, as seen when Mrs Selato
instructed them to write out a plan before starting.This aligns with inquiry-based learning
outcomes where learners learn to ask questions, design investigations, and test hypotheses .
2. Enhancing Motivation and Engagement
Mrs Selato believed that practical work would motivate learners who had shown apathy in
science learning.Inquiry-based lessons often aim to increase learner interest and ownership
of learning by allowing them to explore phenomena directly .
3. Building Conceptual Understanding
By experimenting with salt solutions, learners were expected to discover conductivity
properties themselves.This outcome reflects the CAPS emphasis that practical work must be
integrated with theory to strengthen concepts (Department of Basic Education, 2011) .
4. Developing Critical Thinking and Problem-Solving
Inquiry-based learning encourages learners to analyze data, reflect, and communicate
findings.Mrs Selato wanted learners to think critically about why some solutions conducted
electricity and others did not .
5. Promoting Collaboration and Teamwork
Learners were placed in groups of seven, each with apparatus, to work collaboratively.
Group inquiry fosters communication, peer learning, and shared problem-solving, which are
key outcomes of inquiry-based science education.
, In planning her lesson, Mrs Selato’s intended learning outcomes were to motivate learners,
strengthen their understanding of conductivity, and develop inquiry skills such as planning,
experimenting, and reflecting. She wanted learners to experience science as a process of
discovery rather than memorization. These outcomes align closely with the goals of inquiry-
based science teaching, which emphasize critical thinking, problem-solving, collaboration,
and active engagement with scientific phenomena.
References
Department of Basic Education. (2011). Curriculum and Assessment Policy Statement
(CAPS): Physical Sciences. Pretoria.
Urdanivia Alarcon, D. A., et al. (2023). Science and inquiry-based teaching and learning: A
systematic review. Frontiers in Education.
Teachers Institute. (2025). Enhancing Science Learning through the Inquiry Approach.
Academic Library. (2015). Inquiry-based learning in South African schools.
1.2 Why did this inquiry lesson not work out as expected? Provide five (5) reasons
The inquiry lesson did not work out as expected for several reasons. Although Mrs Selato
had good intentions and aligned her lesson with inquiry-based teaching principles, several
practical and pedagogical challenges prevented success. Here are five key reasons:
1. Learners Lacked Prior Inquiry Skills
The learners were not used to planning and conducting investigations independently. They
immediately rushed into preparing solutions without first writing a plan.Inquiry-based
learning requires learners to have some prior experience with scientific methods, but these
learners had mostly seen demonstrations before. Without scaffolding, they struggled to
manage the process (Urdanivia Alarcon et al., 2023).
2. Insufficient Guidance from the Teacher
Mrs Selato insisted that learners “discover it on their own” and refused to demonstrate or
provide step-by-step support when they became confused.Research shows that guided
inquiry works better than pure discovery, especially for learners with limited background
knowledge (Kirschner, Sweller & Clark, 2006). The lack of scaffolding led to frustration and
disorder.
3. Large Class Size and Grouping Challenges
